Hide Abstract Purpose To compare the learning benefit of three different teaching strategies on the interpretation of emergency cerebral computed tomography CT pathologies by medical students.
Materials and Methods Three groups of students with different types of teaching e-learning, interactive teaching, and standard curricular education in neuroradiology were tested with respect to the detection of seven CT pathologies. The test results antonio varela single radio each group were compared for each CT pathology using the chi-square test. No statistically significant differences were found for the detection of intracranial and epidural hemorrhage, as well as midline shift, among the groups studied.
Conclusion Our study demonstrates potential learning benefits single trails tessin both the interactive teaching tutorial and e-learning module group with respect to reading CT scans with slightly different advantages.
Thus, the introduction of new learning methods in radiological education might be reasonable at an undergraduate stage but requires learning content-based considerations. Material und Methoden Drei Studentengruppen wurden bzgl.
Keine signifikanten Unterschiede zeigten sich für Pathologien wie intrakranielle Blutung, epidurales Hämatom und Mittellinienverlagerung. Daher können interaktive Lehrmethoden das Potenzial besitzen, die studentisch-radiologische Ausbildung zu verbessern, die passende Lehrform muss jedoch dem jeweiligen Lerninhalt angepasst werden.
Request full-text Citations 1 References Many medical stu- dents expect professional tools for self-study in a modern medical education system.
Recent studies demonstrated better outcomes for E-learning modules designed for medical students; E-learning can offer benefits regarding the reading of cerebral CT scans by students other study found great improvement in dermatology knowledge when using E-learning techniques  and other showed improvement in bedside clinical evaluations and diagnostic skills [23,24].
Our, antonio varela single radio course, shows the same trend: Self learning on students' free time of cardiac ultrasound is feasible and can even be more effective than traditional frontal course Tables 1 and 2.